Team-based Learning Simon Tweddell @simontweddell Rebecca McCarter @beckmccarter University of Bradford

Content Why TBL? The TBL Process Our Experiences of TBL RAP and Application Exercises Summary Q&A

Drivers for Change Growing student numbers Surface learners Disengaged learners Disruption and absenteeism New UG MPharm Programme Engaging L&T Strategy

What we liked about TBL Benefits of Small Group Learning but scalable Accountability to self and team Removes passivity Removes anonymity

What we wanted students to do: Prepare for class Come to class Participate and engage in Be able to apply knowledge Take a deep approach to their learning

Team-Based Learning Permanent Teams Individual study of content out-of-class Readiness Assurance Process (RAP) Application Exercises Peer Evaluation

A Team-based Learning Unit Content Pre-class Individual Study Directed to Learning Resources Learning Outcomes What we want students to be able to DO at the end of the unit Written material and exercises Direct students to: Book Chapter(s) Pod-Casts Clinical Guidelines Other Web resources

A Team-based Learning Unit Content Pre-class Readiness Assurance Process 20-30% of class time Individual Study Directed to Learning Resources iRAT ~10 MCQs

A Team-based Learning Unit Content Pre-class Readiness Assurance Process 20-30% of class time Individual Study Directed to Learning Resources iRAT tRAT Same Test as a team IF AT cards tRATs Immediate Feedback 5% of module mark Shared team scores on screen High level of energy in the room Mean ~90%

A Team-based Learning Unit Content Pre-class Readiness Assurance Process 20-30% of class time Individual Study Directed to Learning Resources iRAT tRAT Appeals Appeal as a team before end of class Appeal on Question or Content Bespoke forms Analytical and critical thinking skills

A Team-based Learning Unit Content Pre-class Readiness Assurance Process 20-30% of class time Individual Study Directed to Learning Resources iRAT tRAT Appeals Corrective Instruction

A Team-based Learning Unit Content Pre-class Readiness Assurance Process 20-30% of class time Application Exercises 70-80% of class time Individual Study Directed to Learning Resources iRAT tRAT Appeals Corrective Instruction Significant Same Specific Choice Simultaneous

A Team-based Learning Unit Content Pre-class Readiness Assurance Process 20-30% of class time Application Exercises 70-80% of class time Individual Study Directed to Learning Resources iRAT tRAT Appeals Corrective Instruction Significant Same Specific Choice Simultaneous Intra-team discussions Inter-team discussions

TBL – Having a go yourself Team Formation Used TBL before? Read about TBL before? Used flipped teaching before? Used in–class group work before Anyone else Pre-reading – 5 minutes RAP Process iRAT – 3 minutes tRAT – 5 minutes Application Exercises

Application Exercise 1 Which of the following do you believe is the MOST important benefit of TBL? A Increased course coverage B Enhanced student attendance C Increased student engagement D Reduction in staff workload E Increased student attainment F Enhanced student motivation G Promote deeper approaches to learning H Development of skills to enhance employability

Application Exercise 2 Which of the following aspects of TBL do you feel is the MOST challenging to staff? A. Writing the Student Study Guide/identifying appropriate reading B. Writing the RAT questions C. Writing application exercises D. Facilitating application exercises E. Giving the corrective instruction F. Mastering the technology G. Managing the timings of application exercises H. Managing the appeals process

Application Exercise 3 Where in the TBL cycle do you believe is the MOST effective at developing deep approaches to learning Pre-reading iRAT tRAT Appeals Corrective Instruction Application Exercises Discussion of application exercises

Our Experiences of TBL Benefits Challenges Staff and Student Positives and Negatives Outcome Data Employability skills Summary of Lessons Learned Estate

“100% never going back.” Staff Outcomes: Benefits “TBL has been so good and rewarding to the point that I am suggesting that we use it within the optional modules. It almost makes me want to be a first year again.” – 4th year Student Students Mostly very positive Enjoyable experience 4th years helped explain to 1st years Staff Students engaged in learning Students are more confident Students are less needy and less pastoral issues “The power of instant feedback, the students totally on topic, talking, engaged, coming prepared, it is unbelievable.” Staff “I would definitely recommend TBL because you get the chance to apply your knowledge. It stays in your mind a lot more and you find your performance is a lot better” –Student “100% never going back.” Staff

Outcomes - Challenges Large scale change Facilitation skills “Some faculty need to improve the way they ask the questions” - Student Outcomes - Challenges Large scale change Human resource Managing Expectations Faculty Students Facilitation skills Application exercises Authentic, integrated and challenging Timings Difficult concepts Student Support Sessions Age/experience? Technology “You definitely need more preparation time and to learn how to facilitate discussions” Staff “They need to be stricter with timings, you’re often waiting for everyone to finish when you could move on to the next exercise.” Student “For me the most difficult part of TBL is writing application exercises that challenge them as a team” Staff

Student Positives I found that the TBL learning was a lot more effective for myself and that I learnt more this way TBL: really good opportunity to share understanding and discuss with peers and tutors The team based learning was of huge help of me understanding topics as you can get other peoples view point TBL works much better than group work, encourages me to revise in stead of leaving it all till the end of the year

Student Negatives TBL exercises should have a more strict time limit The application exercises took up too much time

iRATs tRATs Lowest Mean Highest % increase on highest % increase on mean 1 53 76 86 95 10.5 20.0 2 65 71 79 20.3 25.3 3 59 75 90 97.5 8.3 23.1 4 60 69 94 23.7 26.6 5 55 84 97 15.5 28.9 6 70 77 83 16.9 20.6 7 61 78 87 100 14.9 22.0 8 99 28.6 30.3 9 85 98 15.3 19.4 10 51 68 96 24.7 29.2 11 8.9 14.3 12 88 11.4 21.4 13 67 80 12.6 18.4 14 58 14.0 22.4 15 10.3 18.8 16 81 11.6 15.6 17 23.4 29.5 Mean increase 15.9 22.7

Highest individual 4 percentage points behind lowest performing team iRATs tRATs Lowest Mean Highest % increase on highest % increase on mean 1 53 76 86 95 10.5 20.0 2 65 71 79 20.3 25.3 3 59 75 90 97.5 8.3 23.1 4 60 69 94 23.7 26.6 5 55 84 97 15.5 28.9 6 70 77 83 16.9 20.6 7 61 78 87 100 14.9 22.0 8 99 28.6 30.3 9 85 98 15.3 19.4 10 51 68 96 24.7 29.2 11 8.9 14.3 12 88 11.4 21.4 13 67 80 12.6 18.4 14 58 14.0 22.4 15 10.3 18.8 16 81 11.6 15.6 17 23.4 29.5 Mean increase 15.9 22.7 No individual student outperformed any team Highest individual 4 percentage points behind lowest performing team

Outcomes – Comparative data Performance in written assessment 7% increase in one final year module 13% increase in one final year module (two cohorts) Heidi Mennenga’s Team-Based Learning Student Assessment Instrument (TBL-SAI) Subscale Accountability Score Preference for TBL Satisfaction with TBL Total Score Range 8-40 16-80 9-45 33-165 Neutral 24 48 27 99 MPharm 33.2 57.6 36.5 127.2

Employability Skills Collaborative Communication Critical thinkers Independent learners Confidence Teaching

Benefits Attendance Engagement Peer Learning Peer Support Improved satisfaction Improved results Fun

Lessons Learned Help and support invaluable Staff Development Preparation time Peer review Writing effective application exercises that are authentic and challenging Taster sessions at interview

Estates and Facilities

Estates and Facilities

References and Further Resources TBLC www.teambasedlearning.org http://www.utexas.edu/academic /ctl/largeclasses/#tbl https://www.youtube.com/watch ?v=XHJUTUgBVaE&feature=youtu. be Listserv s.j.tweddell@bradford.ac.uk r.m.mccarter@bradford.ac.uk